Norms and Mathematical Proficiency

Autor/inn/en	Kastberg, Signe E.; Frye, R. Scott
Titel	Norms and Mathematical Proficiency
Quelle	In: Teaching Children Mathematics, 20 (2013) 1, S.28-35 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1073-5836
Schlagwörter	Mathematics Instruction; Mathematical Logic; Grade 6; Physical Fitness; Word Problems (Mathematics); Learner Engagement; Social Behavior; Discussion (Teaching Technique); Mathematics Skills; Student Participation; Elementary School Mathematics; Problem Solving + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathematical logics; Mathematische Logik; School year 06; 6. Schuljahr; Schuljahr 06; Leistungsfähigkeit; Textaufgabe; Social behaviour; Soziales Verhalten; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Elementare Mathematik; Schulmathematik; Problemlösen
Abstract	To challenge students' reasoning and to align with a physical fitness unit that students were studying, teachers and authors, Scott Frye and Signe Kastberg adapted a ratio comparison problem from Susan Lamon, "Ratio and Proportion: Connecting Content and Children's Thinking," (1994) to include athletes and doctors who share pizza. In Frye's sixth-grade class, "persisting" and "challenging" and "questioning" were expected behaviors in all academic discussions. In mathematics class, however, these norms took on new dimensions as "sociomathematical norms", or expected ways of engaging in mathematical discussions. These particular ways in turn contributed to students' "mathematical proficiency." Sociomathematical norms for participation can be fostered when students' attention is focused on contributing to mathematical discussions, understanding one another's ideas, and exploring the merits of those ideas. Social norms develop across all disciplines. Although challenging and questioning would be considered a social norm, the students' discussions that focused on identifying and understanding differences in solutions and processes and evaluating their efficiency were sociomathematical norms. The development of mathematical proficiency can emerge from teachers' efforts to establish sociomathematical norms. Encouraging and drawing attention to students' comparison and evaluation of mathematical ideas is an important first step. In Frye's class, the discussion and comparison of students' solutions helped build mathematical proficiency. Because students were supported in persisting, representing, and sharing their findings and methods--as well as debating the differences in findings and solution methods--they developed strategic competence, adaptive reasoning, and productive dispositions. Frye's story illustrates how attention to students' discussion of their findings and processes can help develop sociomathematical norms and mathematical proficiency. (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10